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Full-Text Articles in Education
Exploring Self-Determination And Recreational Sports Participation For Adolescents With Disabilities, Samantha K. Papp
Exploring Self-Determination And Recreational Sports Participation For Adolescents With Disabilities, Samantha K. Papp
Honors Theses
Self-determination is a vital skill for individuals with disabilities and provides significant benefits, such as more positive adult outcomes and greater quality of life. Recreational sports participation is another fundamental aspect of life for individuals with disabilities, as it leads to increased physical activity, enhanced self-esteem, and improved peer acceptance. Despite the well-researched benefits of both self-determination skills and recreational sports participation, a literature review revealed few studies that examined the relationship between self-determination and recreational sports participation for individuals, particularly adolescents, with disabilities. This mixed methods study was designed to fill this void, using questionnaires, interviews, and observations to …
Jmu Campus Inclusivity Video Project, Meredith Grace Browder
Jmu Campus Inclusivity Video Project, Meredith Grace Browder
Senior Honors Projects, 2010-2019
After experiencing a general lack of knowledge at James Madison University (JMU) regarding inclusivity of students with varying abilities, I decided to find the best way to educate the JMU community on how to be more accommodating on campus. I surveyed students served by the Office of Disability Services in order to assess their concerns and needs. My survey data indicated that the students on campus with disabilities have felt isolated at JMU because of multiple factors including both student and faculty ignorance. After researching the significant role played by videos and social media in shaping public opinion, I used …
Disability Awareness In Young Children, Guadalupe Y. Espinoza
Disability Awareness In Young Children, Guadalupe Y. Espinoza
Capstone Projects and Master's Theses
Young children who attend schools nowadays are likely exposed to many more types of diversity ranging from race, ethnicity, religion, and social class to name a few in comparison to the past. One area of diversity in specific is the inclusion of individuals with disabilities, and because children are so young in age, they may not be aware of disabilities or even identify when a peer or a surrounding adult has a disability. In schools the idea of raising disability awareness to an extent where students not only understand but recognize disabilities, perhaps, is one of the most challenging aspects …
Young Adults With Disabilities Financial Skills And Goals: A Mixed Methods Strengths And Needs Assessment, Allison D'Aguilar
Young Adults With Disabilities Financial Skills And Goals: A Mixed Methods Strengths And Needs Assessment, Allison D'Aguilar
Theses and Dissertations
Young adults with disabilities face barriers that affect their financial capability and financial inclusion in the marketplace. Barriers include a lack of autonomy, skills, and opportunities. This mixed method strengths and needs assessment aimed to explain and explore the financial skills and goals of young adults with disabilities. A standardized scale captured young adults with disabilities financial skills, photovoice participatory action research documented their valued financial skills and goals, and semi-structured interviews notated parents financial aspirations and goals for their daughters and sons. The mixed methods analysis suggested young adults with disabilities underlying financial skills fell 25 percent below the …
In-Between Epistemic Paradigms Of Disablement: A Reflective Journey, Daniel James Mcnair
In-Between Epistemic Paradigms Of Disablement: A Reflective Journey, Daniel James Mcnair
Electronic Theses and Dissertations
The author explores feelings of in-betweenness, hybridity, and dislocation (Aoki, 2005; Bhabha, 2007/1994; Saïd, 1994) as he contemplates the meaningfulness of a liminal placement between two epistemic worlds—that of his more recent experiences as a curriculum studies scholar and his previous training as a postpositivist practitioner of school psychology. This self-study engages pedagogical possibilities of in-between spaces (Aoki, 2005; He & Ross, 2012; Baszile, 2006) to construct a lived curriculum that challenges traditional stereotypes of autism and postsecondary disability services. To guide this critical self-reflective inquiry, the author applies the concepts of Joseph Schwab’s (1973) curriculum commonplaces along with William …